Newly arrived migrant students’ perceptions of emergency remote teaching : a Q methodology study

In an attempt to curb the spread of COVID-19, Emergency Remote Teaching was implemented worldwide. The global educational disruption led to a rise in quantitative studies investigating the effect of this shift on student outcomes. These studies suggest a greater negative impact of the pandemic on students from disadvantaged backgrounds, but often fall short of exploring learners’ perspectives on online teaching practices. A Q study with 23 Newly Arrived Migrant Students in Flemish upper secondary education was conducted to investigate these pupils’ perceptions of blended Emergency Remote Teaching. The results show that these students hold at least four different viewpoints regarding Emergency Remote Teaching. The importance pupils assign to interaction and the role of the teacher is an important grouping variable in these analyses